美国高等教育增值评价模式的兴起与应用  

The Rise of Value-added Assessment Mode and Application in American Higher Education

作　　者：刘海燕[1] 

机构地区：[1]南京审计学院高等教育研究所,江苏南京210029

出　　处：《高等教育研究》2012年第5期96-101,共6页Journal of Higher Education

基　　金：教育部人文社会科学研究青年基金项目(10YJC880086)

摘　　要：为提升本科教育质量、回应社会问责,一种重新回归学生本位,关注学生成长和发展,评测高等教育为学生带来影响的增值评价运动正在美国大学兴起。增值评价主要测量学生从进入大学到毕业期间所发生的变化,目前可运用直接法、间接法、事后法三种方法来测量。学生的增值是学校教育质量的根本体现,增值评价改变了大学以往过多以"输入"为标准、以经验判断为主要依据的评价模式,构建起了以学习者为中心,以可显现证据为基础,以教育过程、学生学习结果为核心的一套新的教育质量评价体系,是对以往高等教育评估模式的超越,也是美国大学回归大学之道的根本体现。The value added assessment movement has arisen at the universities in the US, which is to evaluate the impact of higher education. Being student-oriented, it pays close attention to the growth and development of university students and thus aims at enhan- cing the quality of undergraduate education and responding to social accountability. Value- added assessment chiefly measures the change students have undergone during their under- graduate years. Three methods can be applied in the measurement： they are direct value-add- ed assessment, indirect value-added assessment and applied value-added assessment. The added value of students is a manifestation of the quality of higher education. Value-added as- sessment, as a new education quality evaluation system, centers on the process of education and the learning outcomes of students. It goes beyond the previous empirical assessment

关 键 词：增值评价 本科教育 教育评价 评价模式 

分 类 号：G40-058.1[文化科学—教育学原理] G649[文化科学—教育学]